What is Precious like as a character an Example of the Topic Literature Essays by

What is Precious like as a character? Dont anybody like me. Dont anybody need me. I know who I amugly black grease to be wipe away, punish, kilt, changed, finded a job for. [p.33] Need essay sample on "What is Precious like as a character?" topic? We will write a custom essay sample specifically for you Proceed This is how Precious Jones, the main character in Push, a book written by Sapphire, views herself. She is black a sixteen year-old girl who is now pregnant of her second childher second child with her own Child. She is also physically abused by her won mother who gives her punches instead of caresses. She was twelve when she had her first childthe father is also her father. At the start of the novel, Precious was basically described as unattractive. Precious, who loves going to school yet she has remained illiterate She greatly love going to school but the school, she said, do not like her [p. 38]. Their school principal then decided to transfer her to a special class where students also have experiences like hers. In that class is where she found the true meaning of friendship and eventually herself. When she learned how to write she eventually kept a journal where she wrote her thoughts about life, about herself, about the society. It was Miss Rain who helped her first in the story. She was the one taught her how to read and write which gave her some sort of self-esteem. She trusted Miss Rain that she was able to open up her unpleasant experiences. It was also Miss Rain who taught her some important lessons about life that Precious needs to learn. At the start, Precious was not open to the idea of homosexuality and she did not have a positive outlook towards black men. The story merely reflects how the society is guilty of prejudice. Precious, at first, didnt WHAT IS PRECIOUS LIKE AS A CHARACTER? Page#2 The story merely reflects how the society is guilty of prejudice. Precious, at first, didnt like being black as she witnessed how the society treats them. She was very negative towards life. Her self-esteem, evidently, was very low. Precious doesn't comprehend the consequences of Black Nationalism. She was not aware at the start that that not all about Farrakhan is positive. She doesn't know that disgusting gays or Jews or foreign persons is unfavorable to her. What's been detrimental to her is being deprived, being maltreated, and being not conversant. Precious in the end of the story, became more mature than her age. She was able to appreciate the beauty and blessings that life has to offer despite the worlds cruelty. Her horizon about the society widen as she learned the profound things in life. As a mother, she learned to love. From a very bitter one from the start, she was able to cope with the complexities that life had showed her. It is remarkable how the author was able to represent Precious eyes as the eyes of the society. That what Precious saw in the start is actually a representation on how the society views the plights of Precious. As an old adage say, everything happens for a purpose. What happened to Precious might be necessary for her to appreciate more the beautiful things in life. The book was entitled Push, perhaps, because the start of the novel was giving birthshe was pushing her baby out. Precious is an extraordinary, brilliant, inspiring character for the young women. As she tries to improve herself, her mother did contradictory actions. Her life takes a noteworthy twist. Sapphire, without doubt, made an excellent literary work. Reference: Sapphire. Push. USA: Vintage Books: 1996.

The Great Flood Story in Mythology Essays

The Great Flood Story in Mythology Essays The Great Flood Story in Mythology Essay The Great Flood Story in Mythology Essay Essay Topic: The Epic of Gilgamesh There are several myths that include accounts of a great flood. The common reason for the flood, as testified in most of these myths, is usually punishment upon mankind for their sins. Typically, an angry god seeking revenge administers the flood. Some of mankind may be spared through the building of some sort of protective boat, ark, or even a golden egg. Seeds from all animals and vegetation will be stored inside until the flood subsides. At this time, the world will begin again. Genesis of Noah The Bible contains a flood story in Genesis of Noah. The Epic of Gilgamesh is the Sumerian myth that tells the story of a flood.In India, The Creation, Death, and Rebirth of the Universe tells the Hindu story of the great flood. The Yoruba myth that tells a flood story is The Creation of the Universe and Ife. Each of these myths has similarities regarding the great flood. Each of these also has some conflicting details of the account. Sumerians The Sumerians lived in Mesopotamia. Mesopotamia was between the Tigris and Euphrates rivers, hence the name, Mesopotamia that directly translates to between the rivers.Today, this area is known as Kuwait and Saudi Arabia, but it was once occupied by one of the oldest known civilizations. This civilization is given credit to spreading the great myth, The Epic of Gilgamesh.This epic was written in cuneiform on clay tablets dating back to around 2100 B.C.Sin-leqi Unninni, a priest, has been given credit for writing the epic. It was discovered in Ninevah in 1845 in the ruins of the library of Ashurbanipal. In The Epic of Gilgamesh, Gilgamesh is searching for Utnapishtim, the Faraway, to inquire about immortality.When Gilgamesh finds Utanipishtim, he is told of the great flood. In this account of the flood, Enlil, ruler of the Gods, decides to destroy the Earth.He assembles the other gods in a discussion of what is to be done.

The Anticipatory It in English Grammar

The Anticipatory 'It' in English Grammar In English grammar, anticipatory it involves the placement of the pronoun  it in the usual subject position of a sentence as a stand-in for the postponed subject, which appears after the verb. It is also called an  extraposed subject. Anticipatory it  tends to place the emphasis on the verb or (more commonly) on the noun phrase that follows the verb.   When the subject works better at the end of the sentence,  anticipatory it is often the best way to go, and its commonly heard in everyday speech and found regularly in all types of writing. Shifting Nominal Clauses to the End Gerald C. Nelson and Sidney Greenbaum discuss nominal clauses in An Introduction to English Grammar (2013): It is unusual to have a nominal clause  as the subject of the sentence:  That they canceled the concert is a pity. Instead, the subject is usually moved to the end (the postponed subject), and its position is taken by it (the anticipatory subject):  It  is a pity that the concert was canceled. Here are some more examples: It  is likely  that well be moving to Glasgow. It  doesnt matter to me  who pays for my ticket.Its impossible  to say when they are arriving. It  has not been announced  whether negotiations between the employers and the employees have broken down. The exception is that nominal  -ing  clauses  are natural in the normal subject position: Having a good self-image  keeps me sane.Living in France  was a wonderful experience. Anticipatory It, Dummy It, and Preparatory It Bas Aarts, Sylvia Chalker, and Edmund Weiner sort through more grammatical it details in The Oxford Dictionary of English Grammar from  2014. In the first sentence below,  it is an anticipatory subject (the grammatical subject), and in the second  sentence it is an anticipatory object: It  is better  to have loved and lost  than never to have loved at all.I take  it that you agree with me. There  is considerable confusion in the usage of the terms available to describe the various functions of the word it. For some grammarians,  anticipatory it (used with  extraposition) and  preparatory it  are  identical, but they distinguish this usage from  dummy it,  as in  It is raining. Others use all or some of these terms differently or use one of them as an umbrella term. Examples of Anticipatory It It is a shame that the break-in wasnt immediately reported to the police.It is clear that inadequate resources will have an impact on the care of children with disabilities.  Its no concern of mine what happens in this village, so long as my customers dont quarrel when theyre in here. John Rhode (Cecil Street), Murder at Lilac Cottage (1940)It is time you stopped  working. You are the head of the family and it is right that you should be at home to see that everything is in order. Masti Venkatesha  Iyengar, The Curds-Seller in Best Loved Indian Stories, Volume 2 ed. by  Indira Srinivasan and Chetna Bhatt (1999)

Effective Communication in the project management perspective Essay

Effective Communication in the project management perspective - Essay Example There are notable consequences of miscommunication on the harmonious operation at the workplace. This calls for amicable avenues strategized to deal with consequences that result from miscommunication at the workplace. Actions taken to solve problems that result from gender difference initiated miscommunication help mitigate the consequences and ensure improved performance of employees in the workplace. Tannen hints out the variation in communication styles between men and women, a factor that spreads to cause effects as miscommunication in the workplace. Communication between men and their male colleagues in the workplace experience a series of difference. Men adopt hierarchal conversations and a time involves mockery, jokes and teasing among colleagues in the workplace (Tannen, 1994). On the contrary, women are keen in their conversations with their female colleagues and take utmost care and sensitivity. They ensure maximum awareness in their conversations with fellow women. In the ir conversations, women are keen to evade possibilities of interpretations that would judge them as assertive, firm or authoritarian. They tend to avoid aggressiveness and aim at remaining feminine in their conversations. ... They feel it is the most appropriate style for use in the workplace as opposed to men’s conversational style (Tannen, 1994). Men, however, view the communication style used by women as attributed to devious and deceitful for purposes as manipulation of ideas and processes. Men view such indirect style of communication used by women as falsehearted and involving dishonesty. There exists a rift between the perception of men and women of the communication styles used by the opposite gender. This acts as a foremost cause of miscommunication at the workplace between men and women. The gender difference affects the view that men and women have on the world. It notably changes the view that women and men have when dealing with different scenarios. Men and women react in different ways to diverse events. Men take life as a competitive space where there is the need to remain at par with the events in the contemporary world setting. They work to evade the consequences of failure and dis appointment in life. They assume a unique form of social order in the society where others are in high ranks while some in low ranks or position. Women, on the contrary, view life to involve a holistic form of co-existence. The miscommunication caused by gender difference at the workplace can have detrimental effects on the performance of employees. Evident consequences that may emanate from such miscommunication include unfair advantage received by a particular gender. Tannen (1994) notes that men receive fair advantages over women in the workplace. In what is referred to as a glass ceiling, women receive little opportunities at the workplace that bars them from rising up to high management and positional levels. A considerable number of professional

Legal homework 3B Essay Example | Topics and Well Written Essays - 750 words

Legal homework 3B - Essay Example Two is the principle of beneficence. This principle aims to engage in numerous beneficial activities as possible. Beneficence holds that health experts should attempt to benefit the sick. Therefore, in this case, it is presumed that the duty of the nurse is prevent any situation which may pose a threat to Judy, for example, not leaving the bathroom door open. Third is the principle of non-maleficence which entails preventing or minimizing harm (Armstrong, 2007). The hospital takes the precaution of checking on Judy after every fifteen minutes. This is aimed at preventing or minimizing harm to Judy. The nurse was not negligent for unlocking the bathroom door and allowing Judy to shower by herself. This is because she established in her expert view it was fitting to unlock the bathroom door so that Judy could take a shower. In a 1996 case involving Busta and the Columbus Hospital Corporation, The Montana Supreme Court upheld the decision and order given by the District Court of the Eig hth Judicial District. The court jury established that the negligence of the Columbus Hospital and that of the patient led to the injuries and consequent death of the patient. In this case the nurse was deemed not negligent in the events leading to the death of the patient. ... It was not below the standard of care that the nurse left the bathroom door unlocked when the psychiatrist came to see Judy. The nurse did not see the psychiatrist vacating Judy’s room. In addition, the psychiatrist did not inform the nurse when leaving the room and had left Judy alone. Therefore, there is no way the nurse could go to check on the patient. Also, the nurse observed the standard of care by checking on the patient after fifteen minutes (Armstrong, 2007). There is a greater duty to this patient from an ethical point of view. This is because nurses have a responsibility of making sure that patients capable of suicidal actions are properly dealt with. In addition, nurses have the duty of effectively monitoring and assessing patients and conveying these examinations to all individuals involved in the health care delivery team. Nurses also have a duty of telling the truth (Armstrong, 2007). Patients in danger deserve frankness as to their exposure and manner of interv ention. Health experts with significant opinions regarding suicide should refer the patient elsewhere or reveal them. There are several ethical principles which should be taken into account when caring for such a patient. One is the danger to self. Danger to self may incorporate failure to attend to basic requirements, for example, showering, or suicidal attempts or ideation. In numerous fields, information of intention to engage in suicidal activities needs a health care practitioner to act instantly to stop the suicide. Two is consent and involuntary treatment. The health expert should make a decision on whether to hold the patient against his desire (Armstrong, 2007). Holding a patient against his desire may be indispensable

Health Promotion and Education for HIV

Health Promotion and Education for HIV Introduction The prevalence of HIV infections has increased rapidly in recent years in the UK. In 2006, it was estimated that a total of 73,000 people were infected with HIV, with a further new 6,393 cases reported in 2007 (Health Protection Agency 2007). The epidemiology of HIV infection has changed over the years. In the mid-1980s, the three groups of people considered to be at the highest risk of HIV infection were men who have sex with men, injection drug users and those who have received blood products (e.g. through blood transfusions). However, since 1999, the majority of new infections have been reported among heterosexuals (Health Protection Agency 2007). The prognosis for HIV-infected individuals has improved over the past ten years. Although there is currently no vaccine and no cure for HIV, HAART (Highly Active Antiretroviral Therapy) has proven highly effective in delaying the onset of AIDS and lengthening the lifespan of infected individuals (Rutland et al. 2007).The increased preval ence of HIV infections in the UK means that healthcare professionals in all settings are more likely to care for patients with HIV than in past years. A number of studies have been conducted worldwide to examine healthcare professionals’ knowledge and/or attitudes to HIV in countries including the UK (Tierney 1995; Laraqui et al. 2002; Pisal et al. 2007). Findings showed that healthcare workers are frequently fearful, negative, ill-informed and discriminatory towards HIV-positive patients. Furthermore, fears regarding perceived risks when caring for parents with HIV may hamper quality of patient care (Pisal et al. 2007). As a result, HIV-positive patients may experience stigma and dehumanisation, together with feelings of isolation and guilt. There is an unmet need for effective education programmes to increase healthcare professionals’ knowledge about HIV, modes of transmission and precautions that should be taken when caring for HIV-positive patients. Studies have shown that education programmes to increase levels of knowledge among nurses significantly reduced fears about interacting with HIV-positive patients (Pis al et al. 2007). This paper discusses the development of an educational leaflet aimed at healthcare professionals, analyses the methodology used and evaluates the leaflet and the process of development. Leaflet development When devising health promotion and education programmes, the three main components which must be considered are planning, implementation and evaluation and it may be helpful to use a health promotion model in this process (Whitehead 2003). The Ewles and Simnett model (1992) proposes five different ways of considering health promotion which include a medical approach, behaviour change approach, educational change approach, client-centred approach and social change approach. Our health education approach best fit the educational and behavioural change approaches. By educating the target group of individuals, the knowledge they gain will empower them to make informed decisions and will act as an important influencer on their behaviour (Aghamolaei et al. 2005). In their model, Ewles and Simnett identified 9 stages which were used in the planning of the health education initiative discussed in this paper and which include: Identification of the target group Identification of the needs of the target group Establishment of the goals of education Formulation of specific objectives Identification of resources Planning of content and method Planning of methods of evaluation Implementation of education Evaluation of effectiveness. Planning The target group for this health education strategy was healthcare support workers who may come into contact with clients infected with HIV or AIDS. As discussed, there is a clear need for education programmes for healthcare professionals who may have contact with HIV-positive clients. The main goals of this strategy were to increase levels of knowledge about HIV with a view to reducing fears and stigma surrounding HIV-positive individuals, and alleviate any existing misconceptions surrounding the spread of the HIV virus in clinical practice. The approach taken in this strategy was to develop an educational information leaflet. Previous research has demonstrated that leaflets that promote knowledge of HIV are effective in reducing fear and anxiety among healthcare workers, while also increasing overall knowledge of the disease (Pisal et al. 2007). Leaflets have been shown to provide a number of benefits. For example, they can be used to re-enforce information delivered verbally and c an deliver a greater volume of information that via verbal communication alone (Secker 1997). Furthermore, leaflets may be retained for future reference and can be shared with others. However, there is evidence to suggest that health promotion leaflets needs to be carefully designed, since not all leaflets communicate their messages effectively to their target audience (Shire Hall Communications 1992). Methodology Sources of information Information on the HIV was sourced by searching the Pubmed electronic database and Department of Health websites. Up-to-date, high-quality publications were selected where possible. The Health Protection Agency websites was also search for recent UK-specific epidemiology data. Information relating to the design of the leaflet was gathered from both Pubmed and Google searches. All information sourced was read carefully, findings were accurately summarised and key points were highlighted. Leaflet design The design of educational leaflets should assist the reader’s understanding of the content within (Secker 1997). The leaflet title was chosen carefully so as to be appealing and encourage readers to want to read the entire leaflet. A design theme was chosen which was applied consistently throughout each of the pages. Black and red text was used against a yellow background which demonstrated good readability and made the leaflet stand out on the shelf among a group of other leaflets. The choice of colours was designed to reflect a ‘danger/hazard’ theme which was intended to motivate the reader. While it could be argued that the association of red with danger may actually re-enforce existing negative beliefs about HIV, we believe that our choice of a strong and positive leaflet title negates this possibility. The Times New Roman font in a 12 point size was used for the main text. Research suggests that this is one of the best fonts for educational materials, and that a 12 point font size is the minimum size for readers without visual impairment (Secker 1997). Although it is acknowledged that using a font size as large as this limits the amount of text that can be accommodated, a shortcoming of many educational leaflets is that they contain text which is too small to read comfortably (Albert and Chadwick 1992). The images used in the leaflet were relevant to the content. Research has shown that the use of illustrations is an important factor to consider in leaflet design and that illustrations should always be informative and relative to the content of the leaflet, otherwise they will detract from the information being conveyed (Rohret and Ferguson 1990; Albert and Chadwick 1992). By using ‘before’ and ‘after’ versions of similar images, we aimed to convey some of the feelings that HIV-positive clients may experience in healthcare settings and how a change in the behaviour and attitude of healthcare workers can have a positive impact on the client’s experience as well as improving the interaction between the client and care provider. Another important factor which must be considered when using images, pictures and other illustrative materials is their source and whether there are copyright issues associated with their use. Unfortunately, we did not consider the legal implications associated with our choice of illustration, which subsequently prevented the leaflet from being distributed to the target audience. A folded one third A4 size leaflet, printed on yellow paper with a gloss finish was chosen. This is a popular choice of size for educational leaflets and provides good portability, being small enough to put in a bag. The use of folding negates the need for staples which add to cost. [Client: you didn’t mention anything about leaflet size, stock of paper or finish so I’ve added in what I have found from my own experience of designing educational materials, although I’m not sure of the exact stock of paper that would be the best for a leaflet of this description and no papers discuss this] Language According to Bennett and Heller (2006), â€Å"Speaking the language of the audience is crucial in attempting to appeal to them and change their understanding of any issue†. The language in this leaflet used simple terminology that is easily understood and is jargon free, two factors which have been shown to be of importance in educational materials (Ewles and Simnett 2003). Personal and colloquial terms were used which were designed to engage the reader and encourage critical thinking and reflection of their own clinical practice. The use of personal pronouns has previously been shown to be effective in making the reader feel that the leaflet is addressing them directly, thereby making it more appealing (Glasper and Burge 1992; Albert and Chadwick 1992). The use of long words was limited and sentences were generally short and succinct, with each attempting to explain a single idea (Manning 1981). Evidence has shown that this facilitates the integration and storage of information into memory. This is an important factor since the cognitive load theory proposes that redundant forms of information may require longer processing and may prevent the reader from learning (Doak et al. 1996). Research has also demonstrated that the more long words and long sentences used, the more difficult the leaflet will be for the reader to understand (Pastore and Berg 1987; Bernier and Yasko 1991). Simplicity in both choice of language and sentence structure is also of value if the leaflet were to be translated into other languages or into Braille. While this leaflet was only designed for target groups within the UK, it could also be translated successfully if required. Readability may be assessed more accurately by performing a readability test to determine the reading age of any written material. These tests typically relate the number of long words and sentences to the reading age necessary to understand the materials. Evidence shows that the reading age of the majority of adults in many developed countries is 10-14 years (Vahabi and Ferris 1995). Although we did not employ a readability test when developing this leaflet, it is an activity that would have been helpful to confirm the readability of the material we had developed and would be particularly valuable when developing patient educational materials where reading age would be of greater importance. Content and organisation of information It is important that educational materials are accurate and up to date (Secker 1997). As previously discussed, the most recent information was selected for inclusion in our leaflet. Summarised information was discussed for suitability and then reviewed for accuracy by several members of the team as a quality control exercise. The content of this leaflet is quite specific and should be applicable for the foreseeable future, unless a vaccine or cure for HIV/AIDS is developed or there are changes to universal precautions. Nonetheless, it may have been worth including a publication date on the leaflet to enable the reader to quickly see how old the leaflet is and if a more up-to-date version may be available. The organisation of text within the leaflet is a very important factor influencing whether the material makes sense to the reader (Secker 1997). Studies have shown that educational information should be presented in a way that reflects the priorities of the reader (Bernier and Yasko 1991). Therefore, paragraphs of text were arranged so that the most important and relevant facts were discussed first. This arrangement has been shown to facilitate the assimilation of information and re-enforce learning (Manning 1981). Sequential lists of bullet points were used to present the text included in the leaflet. These have also been shown to enhance assimilation, when compared with blocks of bulk information delivered in a narrative form (Manning 1981). Key points within the text were emphasised in bold type since the use of colour has shown to be ineffective (Kitching 1990) and a number of colours were already employed in the design theme. The text in the leaflet was justified which is not in line with the recommendation of unjustified, left-aligned text using indentations for ease of readability (Kitching 1990). [Client: you don’t mention whether headings were used in the leaflet. Sentence case headings in bold type placed against the left-hand margin with plenty of space around are effective in standing out from the main text and will assist the reader in quickly locating the information they require within the leaflet (Dixon and Park, 1990) Reference: Dixon, E. Park, R. 1990, ‘Do patients understand written health information?’, Nursing Outlook, vol. 38, no. 6, pp. 278-81.] Evidence has shown that leaflets should convey only essential information and contain references to further reading in a separate section (Vahabi and Ferris 1995). In our leaflet, the name of the first author and the year were included in the text as citations for source references. For a more continuous flow, it may have been better to replace the author name with a superscript number which relates to the full reference which would be included in a reference list at the end of the leaflet. Since this leaflet is aimed at healthcare professionals who aim to use research-based evidence to inform best practice, it would be particularly important to include the sources of the reference materials to encourage further reading; however, due to space constraints, we were not able to include this reference list in our leaflet. Implementation The leaflet has not been distributed to the intended target group due to legal implications surrounding the images used. The original implementation plan included: (1) distribution of the leaflet after infection control study days held within the hospital, or at study sessions focussing on HIV/AIDS as a method of re-enforcing the verbal information already delivered; (2) inclusion of the leaflet as part of the induction package for relevant new members of staff; and (3) inclusion of leaflets on stands already located in hospital common rooms or other venues. Evaluation As discussed above, since the leaflet has not been distributed to the target audience, it has not been possible to evaluate the success of our approach. We planned to pilot our leaflet to a selected group of healthcare support workers and gain feedback both verbally and via the use of a questionnaire designed to address the quality of content, readability and use of language within the leaflet. Gaining preliminary feedback on the leaflet may have helped us to address any issues identified prior to implementation. The specific limitations identified in our leaflet have already been discussed within the relevant sections of this paper. However, when reflecting on our approach to producing this leaflet, we were able to identify a number of other areas where we feel that the process could be improved in the future: (1) experimenting with other colours may make the leaflet aesthetically more appealing; (2) including the address of the charity listed, instead of just the website, would enable those individuals without internet facilities to also access this valuable resource more easily; (3) when searching for published literature on knowledge and attitudes of healthcare professionals to HIV, although many studies were identified, there were few recent studies conducted within the UK. For this reason, it may have been worth considering designing a preliminary questionnaire to gather the attitudes and beliefs of the healthcare workers within our particular setting to ensure that we were designing a leaflet which addressed their specific needs; and (4) we believe that the use of an interactive tool, such as a quiz, would further engage the target audience, serving to re-enforce and challenge what they have learnt from the leaflet. Conclusions Our leaflet met the majority of published criteria for well-designed educational material, in terms of content, language and design. The leaflet contained up-to-date, accurate information which was relevant to the target audience. The overall look and feel of the leaflet was appealing and uncrowded with good readability, while the use of relevant images helped to convey the important messages contained within the leaflet. The major limitation of our methodology was the use of images with surrounding legal implications which prevented the leaflet from being distributed. This made is impossible to evaluate the success of our approach which was very disappointing. Nonetheless, developing this leaflet has provided valuable experience which can be applied when designing similar health promotion and education programmes in the future. Bibliography Aghamolei, T., Eftekhar, H., Mohammed, K., Nahjavani, M., Shojaeizadeh, D., Ghofranipour, F., Safa, O. 2005, ‘Effects of a health education program on behaviour, HbA1c and health-related quality of life in diabetic patients’, Acta Medica Iranica, vol. 43, no. 2, pp. 89-94. Albert, T. Chadwick, S. 1992, ‘How readable are practice leaflets?’, British Medical Journal, vol. 305, pp. 1266-8. Bennett and Heller 2006, Design studies: theory and research in graphic design, Princeton Architectural Press, New York. Bernier, M. J. Yasko, J. 1991,‘Designing and evaluating printed education materials: model and instrument development’, Patient Education and Counseling, vol. 18, pp. 253-63. Doak, C. C,, Doak L. G., Root, J. H. 1996, Teaching patients with low literacy skills, 2nd ed, Lippincott Williams Wilkins, Philadelphia. Ewles and Simnett 1992, Promoting Health: a practical guide. 2nd ed, Scutari Press, London. Ewles and Simnett 2003, Promoting Health: a practical guide. 5th ed, Scutari Press, London. Ezedinachi, E., Ross, M. W., Meremiku, M., Essien, E. J., Edem, C. B., Ekure, E., Ita, O. 2002,â€Å"The impact of an intervention to change health workers’ HIV/AIDS attitudes and knowledge in Nigeria: a controlled trial’, Public Health, vol. 116, pp. 106-12 Glasper, A. Burge, D. 1992, ‘Developing family information leaflets’, Nursing Standard, vol. 6, no. 25, pp. 24-7. Health Protection Agency 2007, Testing Times: HIV and other sexually transmitted infections in the United Kingdom, 2007. Retrieved 31st July 2008 from: http://www.hpa.org.uk/web/HPAwebHPAwebStandard/HPAweb_C/1203084355941 Kitching, J. B. 1990, ‘Patient information leaflets – the state of the art’, Journal of the Royal Society of Medicine, vol. 83, pp. 298-300. Pisal, H., Sutar, S., Sastry, J., Kapadia-Kundu, N., Joshi, A., Joshi, M., Leslie, J., Scotti, L., Bharucha, K., Suryavanshi, N., Phadke, M., Bollinger, R., Shankar, A.V. 2007, ‘Nurses health education program in India increases HIV knowledge and reduces fear’, Journal of the Association of Nurses and AIDS Care, vol. 18, no. 6, pp. 32-43. Laraqui, C. H., Tripodi, D., Rahhali, A., Bichara, M., Laraqui, S., Curtes, J. P., Verger, C., Zahraoui, M. 2002,’Knowledge, practice, and behaviour of healthcare workers confronted to AIDS and the occupational risk of HIV transmission in Morocco, Medecine et Maladies Infectieuses, vol. 32, pp. 307-14. Manning, D. 1981, ‘Writing readable health messages’, Public Health Reports, vol. 96, no. 5, pp. 464-5. Pastore, P. Berg, B. 1987, ‘The evaluation of patient education materials: focus on readability’, Patient Education and Counseling, vol. 9, no. 2, pp. 216-9. Rohret, L. Ferguson, K. J. 1990, ‘Effective use of patient education illustrations’, Patient Education and Counseling, vol. 15, pp. 73-5. Rutland, E., Foley, E., O’Mahony, C., Miller, M., Maw, R., Kell, P., Rowen, D. 2007, ‘How normalised is HIV care in the UK? A survey of current practice and opinion’, Sexually Transmitted Infections, vol. 83, pp. 151-4. Secker, J. 1997, ‘Assessing the quality of patient education leaflets’, Coronary Health Care, vol. 1, pp. 37-41. Shire Hall Communications 1992, Consumer leaflets – a write off?, Shire Hall Communications, London. Tibdewel, S. S. Wadhva, S. K. 2001, ‘HIV/AIDS awareness among hospital employees’, Indian Journal of Medical Science, vol. 55, no. 2, pp. 69-72. Vahabi, M. Ferris, L. 1995, ‘Improving written patient education materials: a review of the evidence’, Health Education Journal, vol. 54, pp. 99-106. Whitehead, D. 2003, ‘Evaluating health promotion: a model for nursing practice’, Journal of Advanced Nursing, vol. 41, no. 5, pp. 490-8.

Advertising: the Magazine Game Informer

Informer an advertisement for Old Spice caught my eye. The reason for this was because it was large scale, in your face, and took up two pages. The way that this ad established and reinforced the brand name was very clever. The ad used very neutral, warm welcoming colors such as dark orange, and blue with bold white text. This seems to be a typical old spice ad in my eyes. I say this because the way old spice portrays its self is humorous but at the same time, without a doubt seriously manly.This is an obvious point, because in the add the man is covered in the old spice foaming body wash while riding a giant crow away from the sunset while being struck by lighting. This makes a very bold point that it is the manly of manliest body washes. This is apparent because not any average man could tackle riding a giant crow as well as a substantial lightning strike all while covered in a foamy blanket of body wash. When it comes to the question of what I think they are trying to create, I be lieve they are trying to portray this superior man of men image.I am able to link this ad with others that I have seen for old spice in the same manner. Such as a commercial I remember about â€Å"the man that your man could smell like† the slogan of the ad is that â€Å"We're not saying this body wash will make your man into a romantic millionaire jet fighter pilot, but we are insinuating it. † This reinforces my point that the company Old Spice is trying to create a superior image that their body wash represents. Back to the magazine ad, I feel that creating this superior image targets young as well as older men.They appear cool to a younger age group while also targeting a more middle age group that represents everything they could have been in their lives, but can be by using their body wash so as insinuated in the commercial I talked about previously. The placement of this ad in the magazine is more towards the end. The ad itself is outlined by a white border, whi ch complements the bold large white text. The man riding the massive bird takes up one page while a close up of the mans face takes up the other half.This is important because I believe that they are trying to show what the man is capable of by showing him riding the bird while holding the body wash, while on the other half of the ad they show a close up of his face, which displays confidence. You can tell this by his facial expression. He seems sympathetic but also sincere at the same time. While on the other hand he is riding the bird with a yelling face, such as athletes do when they are getting â€Å"pumped† up. This is relevant because this is an NFL endorsed ad.I believe that this can also portray two sides to the body wash, such as confident and outgoing but also compassionate. This may also have to do with the scent â€Å"showtime† that they are advertising. Which probably has to do with meaning business. This ad influences me, and attracts me to their product because I feel that this scent will make me feel as if I am more confident and ready for business, or â€Å"showtime. † This is something that is important to many people as well as me.If I am feeling good about myself and how I smell, I may be more apt to be more outgoing and in a better mood throughout my day or night. I feel like people are looking for products that give them more drive. I say this because that is something that I look for, such as more appeal and confidence. Overall, I believe that this ad is trying to impose the â€Å"coolness† that everyone wants. They are able to do this by showing two different sides of a person through this two page-spanning ad designed around the scent â€Å"showtime. This is represented through the warm subtle colors surrounding the ad, with the popping lightning bolt striking the man and the body wash bottle in the background. Which is displaying the more confident outgoing side of the scent. These are important characteri stics, because when it comes to smelling right it is very important. People do not want over dominating scents, they want scents that attract others, and give them a new sense of achievement and accomplishment like old spice portrays this scent to be.